Assessment 1
Assessment 1
Assessment 1
Literacy Effective
Teaching
Teaching
Kairi Ellis - s4635856
The definition of literacy in general is hard to pin down as it changes over time
and locations, Fellowes and Oakley (2019) provide several definitions their own
being “A literate person has a repertoire of understandings and capabilities that
enable effective representation of ideas and communication. A literate person
can participate in comprehending and composing, with critical awareness and
confidence, a range of texts in spoken, written, visual and multimodal forms that
serve a variety of purposes.” which aligns with the VCAA’s definition of English
literacy which focuses on fluency in reading, writing, listening, speaking, meaning
making and viewing English language. But how do we teach literacy and how
do students learn?
How do we get students to learn?
Getting students’ to learn means knowing your students’ learning styles. There are
many different delivery methods that can be used in the literacy classroom such as:
Modelled reading Collaboration
The teacher reads aloud Collaboration can be
and uses the text to implemented in the
explain different literacy literacy classroom in many
foci like phonic awareness ways. Using the gradual
and meaning making release of responsibility
(DET, 2023). When model collaboration can
modelled reading is be a great tool for
combined with high reading and writing,
quality strategy combining the knowledge
instruction significantly of students’ peers
contributes to struggling together to gain better
students reading understanding of the
comprehension. (Okkinga literacy content.
et al., 2018)
Teachers must be effective in these areas in order to actively guide students’ ability to make
meaning from a text while aiding their understanding of written relationship with spoken word.
We also aid in their inquiry and help them learn how to use each resource depending on the
literacy task (Seely-Flint, 2019. pp. 116-117).
Teachers need to know how to link text to personal experience and real world
examples.
Reader response model
The reader response model implies a transaction between the reader and the text itself both
being as important as each other. Each person has an interpretation of a text based on their
experiences and real world connotations despite inferred meaning from the text - the reader can
gain better understanding and alternate viewpoints by engaging in discussion. the transactional
theory is based in the idea that meaning is the biggest process in reading comprehension as each
individual’s experience is unique. The reader creates a contract in this lesson with the text as they
understand it and use the extended knowledge of their peers to update that information.
The context of literacy relates to the meaningful interactions students have with texts and how
other students interactions with texts can help form alternative interactions based on different
ideas and experiences each student has (Rosenblatt, 2018).
Teachers must be able to connect ideas and experiences to text in order to expand students’
meaning making capability and their ability to consolidate knowledge of their peers into their
own.
"For the notion of literacy to become meaningful it has to be situated within a theory of cultural
production and viewed as an integral part of the way in which people produce, transform, and
reproduce meaning." (Friere et al. 2005, p.98)
Halliday + model
The Halliday plus model bases itself in the idea that literacy is a social construct
and through this different teaching practices and lived experiences create many
kinds of literate people. Being relative to lived experience and practices a teacher
must be understanding of this to aid in differentiation as the framework gives
teachers the opportunity to teach about texts and language in a systematic and
inclusive way in each learning area (Seely-Flint, 2019. pp. 117-118).
Teachers should always consider these factors to accurately engage and build upon
students prior knowledge.
"In differentiated classrooms, teachers begin where students are, not the front of a
curriculum guide. They accept and build upon the premise that learners differ in
important ways. Thus, they also accept and act on the premise that teachers must
be ready to engage students in instruction through different learning modalities, by
appealing to differing interests" (Tomlinson, 1999. p.2)
Challenges in teaching and
learning
ICT in literacy
The use of ICT, gamification, and accessibility can and has been incredibly
beneficial to learners and educators alike. This benefit did not come without
challenges however.
Dependency on ICT inside and outside the classroom causes issues that
disrupt the class when its time to move on.
Loss of writing skills for the gain of typing skills.
Constant need for a teacher to compete with the engagement serotonin
high students’ receive from screen time.
references
DET. (2023). Reading with children (emergent literacy).
http://www.vic.gov.au/literacy-teaching-toolkit-early-childhood/teaching-
practices-emergent-literacy/reading-children
Fellowes, J., & Oakley, G. (2019). Language, Literacy and Early Childhood
Education 3e eBook. Oxford University Press.
http://ebookcentral.proquest.com/lib/vu/detail.action?docID=5979409
Freire, P., Macedo, D., & Berthoff, A. E. (1987). Literacy: Reading the Word and
the World. Taylor & Francis Group.
http://ebookcentral.proquest.com/lib/vu/detail.action?docID=254394
Okkinga, M., van Steensel, R., van Gelderen, A. J. S., & Sleegers, P. J. C. (2018).
Effects of reciprocal teaching on reading comprehension of low-achieving
adolescents. The importance of specific teacher skills. Journal of Research in
Reading, 41(1), 20–41. https://doi.org/10.1111/1467-9817.12082